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10篇读后续写试题公开课教案教学设计课件资料教案内容：一、教学目标1. 让学生掌握读后续写的技巧和方法。
2. 提高学生的阅读理解和故事构思能力。
3. 培养学生运用英语进行创造性写作的能力。
二、教学重难点1. 掌握读后续写的技巧和方法。
2. 如何将阅读材料与续写内容有机结合。
三、教学准备1. 10篇读后续写试题资料。
2. 教学课件。
3. 投影仪或白板。
四、教学过程1. 导入（5分钟）a. 向学生介绍读后续写的概念和重要性。
b. 引导学生回顾已学的阅读技巧和方法。
2. 读后续写技巧讲解（15分钟）a. 讲解读后续写的步骤和注意事项。
b. 举例说明如何将阅读材料与续写内容结合。
3. 试题分析（20分钟）a. 分析第一篇读后续写试题，引导学生关注故事情节、人物关系和语境。
b. 学生分组讨论，分享各自的阅读感悟和续写思路。
4. 续写实践（20分钟）a. 学生根据试题要求，进行读后续写实践。
b. 教师巡回指导，解答学生疑问。
5. 作品展示与评价（10分钟）a. 学生展示自己的续写作品。
b. 教师和学生共同评价，给出改进建议。
五、课后作业1. 完成剩余的9篇读后续写试题。
教学反思：本节课通过讲解读后续写的技巧和方法，引导学生进行实践操作，旨在提高学生的阅读理解和故事构思能力。
在教学过程中，要注意关注学生的个体差异，给予不同程度的学生个性化的指导和关爱。
注重培养学生的合作意识和团队精神，让他们在讨论和交流中共同进步。
六、教学拓展1. 邀请英语作家或专业人士进行讲座，分享读后续写的心得和经验。
2. 组织学生参加读后续写比赛，激发学生的学习兴趣和竞争意识。
3. 推荐优秀读后续写作品，让学生进行欣赏和借鉴。
七、教学评价1. 通过课后作业和课堂表现，评价学生的读后续写能力。
2. 结合学生的作品展示和评价，了解学生的学习效果。
3. 收集学生的心得体会和学习反馈，不断优化教学方法。
八、教学策略1. 采用任务型教学法，让学生在实践中学习。
高考英语读后续写－无灵主语有灵动公开课示范课优质课教案（精品、好用）一、教学目标1. 让学生掌握无灵主语的定义和用法。
2. 培养学生运用无灵主语进行读后续写的能力。
3. 提高学生对英语文章整体结构的把握能力。
二、教学内容1. 无灵主语的概念及例子。
2. 无灵主语在句子中的功能和作用。
3. 如何运用无灵主语进行读后续写。
4. 读后续写的基本步骤和技巧。
三、教学过程1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。
2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。
3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。
4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。
四、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答。
2. 练习完成情况：检查学生无灵主语句子的仿写和读后续写作品的质量。
3. 学生反馈：收集学生对课堂内容的反馈意见，以便进行教学调整。
五、教学资源1. PPT课件：展示无灵主语的定义、功能和作用，以及读后续写的步骤和技巧。
2. 练习素材：提供一些无灵主语的句子和段落，供学生仿写和读后续写。
3. 参考资料：为学生提供一些关于无灵主语和读后续写的参考资料，以便课后自主学习。
六、教学步骤1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。
2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。
3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。
4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。
七、教学方法1. 讲授法：讲解无灵主语的定义、功能和作用。
2. 示范法：通过例子演示如何运用无灵主语进行读后续写。
3. 练习法：让学生进行无灵主语的句子仿写和读后续写。
4. 互动法：引导学生相互交流、讨论，提高课堂参与度。
八、教学注意事项1. 针对不同学生的英语水平，适当调整教学内容和难度。
Extended Writing——Reading for WritingⅠ Teaching aims:1)To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.2)To lead students to analyze the plot of the story and the changing emotions of Jenny.3)To teach students how to assess a passage in terms of specific criteria including coherence, transition, content, language, etc.Ⅰ Teaching important points:Grasp the plot development and the emotional line of the text as a whole.Ⅰ Teaching difficult points:The completeness of the continuation and the harmony with the context of the original text.Ⅰ Teaching methods:student-oriented learning; cooperative learning; practiceⅠ Teaching procedures:Presentation materials：阅读下列材料，根据其内容和所给段落开头续写两段，使之构成一篇完整的短文，续写的字数应在150左右。
Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn't help weeping when she thought of the scolding from her mother. Having wandered in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, She sighed and had to leave.The seller behind the stand, noticed the young girl and asked, “ Hey, girl, you want to have the noodles?”“oh yes... but I don't have money on me” she replied.“That's nothing. I'll treat you today,” said the man.“Come in”The seller brought her a bowl of noodles, whose smell was so attractive. As she was eating, Jenny cried silently.“What is it?” asked the man kindly.“Nothing, actually I was just touched by your kindness!” said Jenny. “Ev en a stranger on the street will give me a bowl noodles, while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”Hearing the words, the seller smiled, “Girl, do you really think so? I only gave you a bowl of noodles and you thank me a lot. But it is your mother who has raised you since you were baby. Can you remember the times she cooked for you? Have you expressed your gratitude to her?”Jenny sat there speechless and numb with shock; she remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel grateful, but I have never thanked my mum for what she has done for me.”On the way home Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.Paragraph 1 Nearing the doorway, Jenny took a deep breath. ________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 2 A gentle touch on her hair called her mind back. _______________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________Step 1 Warming-up: (5mins)1)Ask the students two questions：Did you ever have a quarrel with your parent?Do you know how to fix a broken relationship after a quarrel?2)Then ask the students to watch a video telling mother love.Step 2 While reading (15mins)1)Ask the students to find the six elements in the story.2)Ask the students to read the text again and draw a plot line and anemotional line.3)After drawing the plot line and emotional line, get the students to think:What questions will come into your mind seeing the given sentences?4)Ask the students to draw a mind map to make predictions about what to write in Para1. andPara 2. by using some adjectives and phrasal verbs (动词短语).Step 3 Presentation (20mins)Ask the students to show their writings in front of the whole class.Step4 Summary Summarize the steps to continue a story.Step5 Assignment Complete your writing according to the Assessment Criteria for Writing, and then share your writing with your classmates.。
